| Language Policy |
Chinese is used as the medium of instruction throughout the six years of schooling. |
| Learning and Teaching Strategies |
1. Peer observation and collaborative lesson planning; 2. Use I.T. in teaching and develop online resources; 3. In project learning, we stress cooperation and research skills; 4. develop school-based junior curriculums, with the materials and curriculums of certain subjects designed by subject teachers; 5. “Life and Society” is incorporated as a subject for S.1 to S.3; design interdisciplinary teaching modules which reduce the overlapping content to enhance teaching efficiency as well as developing students’ integrated skills; 6. We develop strategies to cater for learner diversity and make use of diagnostic tests and differentiated teaching materials to assist students with different learning abilities or styles in learning; 7. An accommodated version of assessment papers is provided in all written exams from S.1 to S.5 for students with additional needs. |
| School-based curriculum |
1. Electives: 2X and 3X. A total of twelve elective subjects and Applied learning courses (Mode 1 & 2) are provided, which are based on the interests and aspirations of students.<br> 2. Curriculum highlights: Course contents, teaching materials and assessment methods are adapted to cater for the different learning needs of students. Students are divided into two to three groups based on their learning competences so that differentiated teaching goals and appropriate levels of difficulties can be set accordingly. Teachers keep track of the progress of students with formative assessments so that students can choose learning materials that are fit for their individual learning needs. All these are to help students to develop their potential to the fullest. |
| Approach to Catering for Learner Diversity |
A Holistic Approach to Catering for Learner Diversity: <br>1. Funded by the Hong Kong Jockey Club Charities Trust, our school works with HKU, PolyU and EduHK to plan a three-year Jockey Club "Diversity at schools Version 2.0" Project. Through professional collaboration, concepts of diversified teaching could be promoted along with better teaching and learning; <br>2. In the Junior School, the school recruits a classroom assistant for each class and sets up a resource corner in the classroom in hope that students with learning needs could be supported in various ways and learning effectiveness could be further enhanced; <br>3. Write up an Individual Education Profile (IEPro) for each student with Special Educational Needs (SEN); <br>4. Conduct diagnostic tests of Chinese, English and Mathematics; <br>5. Refer suspected cases to the Education Bureau (EDB) for official assessment; <br>6. Set up S.1 and S.2 Chinese, English and Mathematics resource classes for SEN students and have an Individual Education Plan (IEP) written for each student in these classes by the subject teachers; <br>7. Implement Differentiated Instruction; <br>8. Gifted students are nominated to become members of HK Academy for Gifted Education; <br>9. Through the above work, it is aimed to equip all teachers with a better understanding of students with diverse needs so that their teaching can suit students’ needs. In addition, it is hoped that students can experience a loving and caring inclusive learning environment, which enables every student to enjoy school life and engage in classroom learning. |
| Approach to Integrated Education |
Through adopting the whole school approach, the school develop a systematic support policy and measures for the whole school. Teachers work together to support students with different learning needs and effectively take care of individual differences. In Secondary One and Two, the school has set up a resource class for the purpose of formulating long-term and short-term learning objectives, setting assessment contents based on the individualized curriculum and progress of students, and holding individual study plan meetings to review students' learning. The school also provides classroom learning support assistants from Secondary One to Three to provide full support to students and teachers. The school adopts a differentiated approach in the planning of curriculums, which is divided into basic, advanced and challenging levels. In addition, the general assessment papers and accommodated assessment papers are set up to cater for the different needs of students so that students can cope with the papers more effectively. Teachers also have regularly reviews on students' learning performance and adjust curriculums and learning materials accordingly. In order to provide students with more support, the school flexibly allocates resources to provide a variety of services, including speech therapy, motor coordination training, board games and social skills training to further help improving students' confidence in learning. The school also stresses the importance of teachers’ professional development by regularly arranging special education training and seminars for teachers. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
We have set up PTA to enhance cooperation between school and parents through regular activities and meetings. |
| School Ethos |
We have a very supportive school ethos. Through our Personal Growth Programme, students learn to develop individually and to cooperate with all members of society. |
| School Development Plan |
1. Optimize learning and teaching, student support, school administration and communication through digital platforms and tools.<br>2. Incorporate life planning elements into the curriculum, student activities and support systematically and comprehensively, so that students can understand themselves better and unleash their potential.<br>3. Create a sense of happiness for students through positive education, and promote positive values from different levels such as individuals, school, society, and the country. |
| Teacher Professional Training and Development |
Our school is devoted to building a professional team of teachers to support students with diverse learning needs. Through various high quality professional development activities such as seminars, workshops, school visits, collaborative lesson planning and in-depth student case study, we have successfully fostered a strong culture of self-reflection and striving for excellence. We also encourage teachers to share their good practices with counterparts from other schools. |
| Life-wide Learning |
1. The school puts a great emphasis on the development of the students' multiple intelligences. To provide a wide variety of Other Learning Experiences (OLE) to students, various art courses are offered such as classes of virtual reality, multimedia production, gardening, drama production and musical instrument classes. The extra-curricular activities are also diverse and plentiful. For example, there are interest classes of balloon art, leather craft making, juggling, handbell, guitar, physical conditioning, chess and cookery. The students can pick a class or more by following their interests. <br>2. Junior Form students are enrolled into different uniform groups of their own choice (Boy's Brigade, Scouts, Girl Guides & Red Cross). We aim to foster in our students self-discipline, leadership and a sense of responsibility. |
